Role-script support (TAU) during generation led university relearning students to outperform direct instruction in all weeks but the first¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2–q3
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In a four-week in vivo experiment with 76 university students in a relearning situation, Think Ask Understand (TAU) role-script students outperformed DI students in all weeks but the first. → Manu Kapur 2012 q3 i? Students collaborated in accordance with the role script and increasingly internalized it; the more students were familiarized with TAU, the better their learning outcomes. → Manu Kapur 2012 (2)

Evidence¶

Manu Kapur 2012¶

Manu Kapur, Nikol Rummel. (2012). Productive failure in learning from generation and invention activities. Instr Sci 40:645-650. https://doi.org/10.1007/s11251-012-9235-4

q3 · i? · review · r2

Four-week, in vivo experiment with 76 university students relearning four topics of mathematical analysis for upcoming examinations, comparing TAU role-script support to direct instruction. No effect size is printed.

"Westermann and Rummel found that students in the TAU condition outperformed students in the DI condition in all weeks but the first."

Manu Kapur 2012 (2)¶

Manu Kapur, Nikol Rummel. (2012). Productive failure in learning from generation and invention activities. Instr Sci 40:645-650. https://doi.org/10.1007/s11251-012-9235-4

q2 · i? · review · r2

Process data from the same relearning experiment indicated fruitful, script-consistent collaboration and increasing internalization of the script over the four weeks.

"Process data further indicated that students collaborated fruitfully in accordance with the role script and increasingly internalized the script."

Discussion¶

Related Claims¶

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